The Orkney Transition Planning Guidance embraces principles of the Additional Support for Learning Act (2009) and also covers children and young people in the context of developing Curriculum for Excellence and 16+ Learning Choices. It also provides specific guidance concerning transitions for Looked After Children, including those in out of area placements and incorporates key elements of Getting It Right For Every Child – Orkney’s guidance is entitled Getting It Right For Orkney’s Children.
Three levels of transition planning are identified and these correspond to the three levels of planning set out in the new Code of Practice:
Level 1 – Universal transition planning for all young people (young people with no additional support needs).
Level 2 – Transition planning for children and young people with additional support needs who require specific guided support to achieve a positive post-school destination, for example pupils with mild Autistic Spectrum Disorder and pupils requiring Additional Assessment Arrangements (e.g. scribe, extra time, digital papers). Additional Assessment Arrangements require to be identified and conveyed to and accepted by the Support for Learning Teacher.
Level 3 – Transition planning for children and young people with significant and complex additional support needs which require a high level of planning, often with multi-agency input, for example moderate or severe learning difficulty or physical disability, Autistic Spectrum Disorder, and emotional behavioural difficulties. In the case of Looked After Children, careful and explicit consideration must be given to whether level 3 transition support is required.
The full guidance and procedures is available from the 'Related Downloads' section of this page.